Well, the DATES of ISCAR are known. September 9-13 (X-ACTLY the dates of
our annual trip to the mountains which
I have cancelled). But the content, arrangements, etc. are a secret that
only the inside cogniscenti know about. Maybe
we will get lucky and learn more before Xmas???
mike
On 9/9/07, Cathrene Connery <cconnery@ithaca.edu> wrote:
>
> Mike Cole wrote:
> > Hi Cathrene-
> >
> > Lets see what your initiative uncovers. A lot I hope. As to ISCAR,
> > maybe the idea of an ISCAR in
> > San Diego is just a malicious rumor? (The offer of a cot and key to
> > the lab stand, so far no takers)
> >
> > Here is a small contribution to your project that might be of some
> > interest.
> > Check out the first page of the document at
> > http://lchc.ucsd.edu/Pubs/CHILDPSY.pdf. Published in 1981. The "author"
> > is labelled as lchc, but if you go to the bottom of the first page,
> > there is a list of the contributors with non-acronymic names
> > Perhaps there are some clues to history in that list?
> > mike
> >
> > PS-- A search on Raeithel on lchc might yield a little information as
> > well.
> >
> > On 9/7/07, *Cathrene Connery* <cconnery@ithaca.edu
> > <mailto:cconnery@ithaca.edu>> wrote:
> >
> > Hi everyone:
> > Thanks to Mike for the interesting graphic by Arne Raethell. It is
> a
> > beautiful heuristic and psychological tool. The notion of putting
> > together a session at ISCAR on this topic is actually a very good
> one
> > ...and while the complexity of the task may appear to require the
> > spacial / relational intelligence of a cab driver from Chicago or
> > London, I believe that by elucidating the major thoroughfares, back
> > alleys, and main streets associated with CHAT would invite more
> > participants into the larger discussion.
> >
> > Like Mike, we are all swamped right now and are likely to be
> > heading to
> > the gym or the bar. (Perhaps I am the only person on the East Coast
> > still in her office on Friday at 5:00 p.m.?) However, if the weight
> of
> > this question could be amicably shouldered by the collective,
> > distributed intelligence and historical memory of this list serve, I
> > think the task is doable. What if everyone took a deep breath,
> typed
> > the stem "In the beginning...." and wrote in a stream of conscious
> > fashion knowing that there is a younger generation of scholars, an
> > eager
> > audience, who need and look up to your guidance? One or two
> > paragraphs
> > would be enough. Perhaps people on the list serve could agree to
> > disagree in advance without challenging others interpretations? The
> > results might be very interesting: a multi-dimensional prism
> > highlighting the many colors / interpretations of the field.
> >
> > The CHAT community is unique among list serves exhibiting a
> comraderie
> > and respect other electronic conversations don't reflect. If each
> > person could highlight a piece of the puzzle related to their
> > interest,
> > we'd have a fascinating mosaic from which we could co-construct
> > individual and perhaps, a collective vision. Besides, we don't want
> > Mike to go through life out of breath, experiencing his
> > responsibilities
> > to the list serve like one of those slick TV wrestlers who heaves
> > bodies
> > across the ring. As far as the cot and key are concerned, if
> there
> > are any opportunities to do post-doc work, please let me know!
> > Happy Friday,
> > Cathrene
> >
> >
> >
> > Mike Cole wrote:
> > > HUGE FONT FOR HUGE QUESTION!!!
> > > Now for the small print - read with care)
> > > (I volunteer to do this work on condition that members of xmca
> > complete two
> > > grant proposals required in next few weeks, prepare for,
> > > and teach my fall classes! I will provide a cot and key to LCHC
> > to my
> > > substitute at UCSD during this time period. And when I am done,
> > > like the dragon's teeth that Jason stirred up looking for the
> > golden fleece,
> > > a thousand better informed colleagues will point out the
> > > total idiocy of my interpretation of history)
> > >
> > > Now, feeling all springy and cool after the passing fit of local
> > hot air, I
> > > will say that
> > > I think it would be most useful, if there is genuine interest in
> > such
> > > historical excavation,
> > > exegesis, and exciting prospects, that it be (shhhhh) a
> > collective effort.
> > >
> > > There are books written on this topics, several chapters of
> > books about
> > > which some members
> > > of xmca are presumably knowledgeable because their names are
> > attached to
> > > them, as well as
> > > many papers written on this topic in many languages, and hot
> > disputes about
> > > this topic in several
> > > world capitals as we stare at our screens. There is even a lot
> > to be found
> > > by goggling on lchc.
> > >
> > > For the moment (I am about to join my family after a long day of
> > work) I
> > > append a graphical genaeology (sp?) created by Arne Raeithel
> > that may
> > > indicate some of the territory to be covered in a way some will
> > find useful.
> > > I have a few documents around the lab I can dig up that most will
> > > not know about that are relevant. But this topic, if people
> > really want to
> > > engage it, requires willingness of many to cooperate in a
> > collaborative
> > > archeaology of ideas.
> > >
> > > Perhaps this would make an interesting general symposium at
> > ISCAR next year,
> > > if the organizers, wherever they are hiding, ever get around
> > > to making public their plans for that august occasion.
> > >
> > > mike
> > >
> > >
> > > On 9/6/07, Worthen, Helena Harlow < hworthen@ad.uiuc.edu
> > <mailto:hworthen@ad.uiuc.edu>> wrote:
> > >
> > >> I second the request from Cathrene Connery and Donald James
> > Cunningham
> > >> to hear from some who have tried how they (you) present CHAT. The
> > >> historical perspective (behaviorism, cognitive science,
> > sociocultural
> > >> perspectives) seems like a necessary one. But what were the
> > problems at
> > >> each point that pushed things onward?
> > >>
> > >> Helena
> > >>
> > >>
> > >> Helena Worthen
> > >> Clinical Associate Professor
> > >> Labor Education Program
> > >> Institute of Labor & Industrial Relations
> > >> 504 E. Armory, Room 227
> > >> Champaign, IL 61821
> > >> Phone: 217-244-4095
> > >> hworthen@uiuc.edu <mailto:hworthen@uiuc.edu>
> > >> -----Original Message-----
> > >> From: xmca-bounces@weber.ucsd.edu
> > <mailto:xmca-bounces@weber.ucsd.edu>
> > [mailto:xmca-bounces@weber.ucsd.edu
> > <mailto:xmca-bounces@weber.ucsd.edu>]
> > >> On Behalf Of Cathrene Connery
> > >> Sent: Thursday, September 06, 2007 5:59 PM
> > >> To: eXtended Mind, Culture, Activity
> > >> Subject: [xmca] The Evolution of CHAT
> > >>
> > >> Tony Whitson wrote:
> > >>
> > >>> Don,
> > >>>
> > >>> Sorry for the delay in responding to this -- but I think it's
> > a useful
> > >>>
> > >>> question for discussion in this group.
> > >>>
> > >>> I want to respond quickly on another point before getting to
> > your main
> > >>>
> > >>> question about teaching CHAT.
> > >>>
> > >>> First, you write:
> > >>>
> > >>>> I've taught the usual suspects (behaviorism,
> > >>>> Bandura, Piaget, cognitive information processing) for years
> > and have
> > >>>>
> > >> a
> > >>
> > >>>> pretty good idea about them but would appreciate some help on
> > CHAT.
> > >>>>
> > >>> Where I am, students have learned a story about how once upon
> > a time
> > >>> the world was ruled by the behaviorists, but they've been
> > vanquished
> > >>> by the (scientifically, pedagogically, politically, and morally)
> > >>> superior forces of Cognitive Science. They think that's where
> the
> > >>> story ends (as in the "End of History" celebrated since Daniel
> > Bell in
> > >>>
> > >>> the early 60's, where history completes itself with the
> universal
> > >>> triumph of capitalism).
> > >>>
> > >>> I think it's important for students to learn about what's
> > happening
> > >>> "beyond cognitivism." For me, this is not just a matter of
> > theory or
> > >>> intellectual politics: My students just won't understand
> > anything I'm
> > >>> saying or doing unless they understand that I'm addressing an
> > ontology
> > >>>
> > >>> in which cognition cannot be understood except as it is
> > embedded in
> > >>> the broader (not only cognitive) projects and processes of
> > being and
> > >>> becoming. CHAT takes this stance against reductive
> > cognitivism, and
> > >>> CHAT cannot be understood (IMHO) without recognizing this. I
> > think
> > >>> Wenger & the Communities of Practice literature perhaps makes
> this
> > >>> point more directly and accessibly, although details have not
> been
> > >>> theorized as extensively as in CHAT. Curriculum theory -- my
> > own home
> > >>> turf -- has always approached education as a matter of
> > ontology, not
> > >>> merely cognition (i.e., not just Knowing, but Being and
> Becoming).
> > >>>
> > >>> So, I would want to tell the story of behaviorist hegemony
> > giving way
> > >>> to cognitivist hegemony, which in turn is being challenged by
> > a turn
> > >>> to the broader perspective of social ontology. This is not to
> > say that
> > >>>
> > >>> the reductivist ideology of cognitivISM is replaced by an
> > ideology of
> > >>> postcognitivISM (see my post at http://postcog.net ); Nor is
> > it a call
> > >>>
> > >>> for hegemonic "postcognitivism" in place of hegemonic
> > cognitivism.
> > >>>
> > >>> One good source is Lave, Jean. "Teaching, as Learning, in
> > Practice."
> > >>> Mind, Culture, and Activity 3, no. 3 (1996): 149-64.
> > >>> I think this particular point might come through more strongly
> in
> > >>> Lave, Jean. "Learning as Participation in Communities of
> > Practice."
> > >>> Paper presented at the American Educational Research
> > Association, San
> > >>> Francisco 1992.
> > >>> (This paper is now linked from http://postcog.net/#Lave . This
> > is the
> > >>> paper Jean presented in the symposium that David Kirshner and I
> > >>> organized, which grew into our book _Situated Cognition_,
> > although a
> > >>> different piece was used as her chapter in the book. The MCA
> > article
> > >>> includes aspects of the AERA paper, although its scope is
> > broader and
> > >>> the social ontology argument may be less central to the complete
> > >>> published article.)
> > >>>
> > >>> With regard to your main question, you write:
> > >>>
> > >>>> [I] was wondering if any of you would be
> > >>>> willing to share with me (and other XMCAers) how you present
> > CHAT. I
> > >>>> mean, I don't think undergrads are going to be too interested
> > in the
> > >>>> distinction between action and activity or working out the
> > concept of
> > >>>> "object". Or am I wrong?
> > >>>>
> > >>> This could be a very interesting discussion for XMCA.
> > >>> As you suggest, for an undergrad Ed Psych class, it might be
> > best to
> > >>> streamline CHAT a bit. However, I don't think the
> differentiation
> > >>> among the three levels of activity, action, and operations is
> > >>> dispensable. I think it's necessary to see activities and
> activity
> > >>> systems emerging on a social/cultural level beyond consciously
> > >>> goal-oriented action, and to see the role of routinized
> > operational
> > >>> activity that does not require conscious attention.
> > >>>
> > >>> It would be helpful to develop introductory approaches for this
> > >>> audience. Starting points could include the resources at
> > >>> http://www.edu.helsinki.fi/activity/pages/chatanddwr/
> > >>> and
> > >>> Roth, Wolff-Michael, and Yew-Jin Lee. ""Vygotsky's Neglected
> > Legacy":
> > >>> Cultural-Historical Activity Theory." Review of Educational
> > Research
> > >>> 77, no. 2 (2007): 186-232.
> > >>> as well as
> > >>> pp. 27-47 in Spinuzzi, Clay. Tracing Genres through
> > Organizations: A
> > >>> Sociocultural Approach to Information Design. Cambridge,
> > Mass.: MIT
> > >>> Press, 2003.
> > >>> and
> > >>> pp. 29-72 ("Activity Theory in a Nutshell") in Kaptelinin,
> > Victor, and
> > >>>
> > >>> Bonnie A. Nardi. Acting with Technology: Activity Theory and
> > >>> Interaction Design. Cambridge, Mass.: MIT Press, 2006.
> > >>>
> > >>> On Wed, 29 Aug 2007, Cunningham, Donald James wrote:
> > >>>
> > >>>
> > >>>> And in a week or so, I will begin teaching an undergraduate
> > class in
> > >>>> "Educational Psychology" for future teachers. It has been a
> > few years
> > >>>> since I taught such a class and was wondering if any of you
> > would be
> > >>>> willing to share with me (and other XMCAers) how you present
> > CHAT. I
> > >>>> mean, I don't think undergrads are going to be too interested
> > in the
> > >>>> distinction between action and activity or working out the
> > concept of
> > >>>> "object". Or am I wrong? I've taught the usual suspects
> > (behaviorism,
> > >>>> Bandura, Piaget, cognitive information processing) for years
> > and have
> > >>>>
> > >> a
> > >>
> > >>>> pretty good idea about them but would appreciate some help on
> > CHAT.
> > >>>>
> > >>>>
> > >>>>
> > >>>> Don Cunningham
> > >>>> Indiana University
> > >>>>
> > >>>> Ancora Imparo!
> > >>>>
> > >>>>
> > >>>> -----Original Message-----
> > >>>> From: xmca-bounces@weber.ucsd.edu
> > <mailto:xmca-bounces@weber.ucsd.edu>
> > >>>>
> > >> [mailto:xmca-bounces@weber.ucsd.edu
> > <mailto:xmca-bounces@weber.ucsd.edu>]
> > >>
> > >>>> On Behalf Of Mike Cole
> > >>>> Sent: Wednesday, August 29, 2007 6:13 PM
> > >>>> To: eXtended Mind, Culture, Activity
> > >>>> Subject: [xmca] mediational theories of mind: Suggestions
> > requested
> > >>>>
> > >>>> Dear Xmca-ites---
> > >>>>
> > >>>> Toward the end of the month I will begin teaching a grad
> > course on
> > >>>> mediational theories of mind.
> > >>>> I would love suggestions for interesting readings.
> > >>>> We will be looking in a sort of "mcLuhanesque" way at the
> > affordances
> > >>>>
> > >> of
> > >>
> > >>>> different kinds of mediators
> > >>>> in human action/activity/mind.
> > >>>>
> > >>>> So, language and thought
> > >>>> writing
> > >>>> film
> > >>>> music
> > >>>> tv
> > >>>> rituals
> > >>>> games
> > >>>> .........
> > >>>>
> > >>>> Starting with early 20th century writers of general
> > familiarity to
> > >>>> members
> > >>>> of this list, I have been thinking about including
> > >>>> such works as Cszikentmihalyi, "meaning of things," Turkle's
> > recent
> > >>>> "evocative objects," and perhaps something on mediated
> > >>>> behavior in large groups such as "the wisdom of crowds."
> > >>>>
> > >>>> Any and all suggestions warmly welcomed. So much going on its
> > hard to
> > >>>> even
> > >>>> think about how to begin to think about this
> > >>>> upcoming fall!!
> > >>>>
> > >>>> mike
> > >>>> _______________________________________________
> > >>>> xmca mailing list
> > >>>> xmca@weber.ucsd.edu <mailto:xmca@weber.ucsd.edu>
> > >>>> http://dss.ucsd.edu/mailman/listinfo/xmca
> > >>>> _______________________________________________
> > >>>> xmca mailing list
> > >>>> xmca@weber.ucsd.edu <mailto:xmca@weber.ucsd.edu>
> > >>>> http://dss.ucsd.edu/mailman/listinfo/xmca
> > <http://dss.ucsd.edu/mailman/listinfo/xmca>
> > >>>>
> > >>>>
> > >>> Tony Whitson
> > >>> UD School of Education
> > >>> NEWARK DE 19716
> > >>>
> > >>> twhitson@udel.edu <mailto:twhitson@udel.edu>
> > >>> _______________________________
> > >>>
> > >>> "those who fail to reread
> > >>> are obliged to read the same story everywhere"
> > >>> -- Roland Barthes, S/Z (1970)
> > >>> _______________________________________________
> > >>> xmca mailing list
> > >>> xmca@weber.ucsd.edu <mailto:xmca@weber.ucsd.edu>
> > >>> http://dss.ucsd.edu/mailman/listinfo/xmca
> > >>>
> > >> Hi everyone:
> > >> Tony's eloquent characterization of "behaviorist hegemony
> > giving way to
> > >> cognitivist hegemony, which in turn is being challenged by a
> > turn to the
> > >>
> > >> broader perspective of social ontology" is well put. How CHAT
> > is being
> > >> presented to the rugged individualists (albeit mythological
> > entities) in
> > >>
> > >> our teacher ed programs is of interest to me as well. It would
> > further
> > >> be helpful for CHAT neophytes like myself to hear how those of
> > you who
> > >> have shaped CHAT view how the domain has genetically evolved
> > and, in
> > >> some cases, splintered (i.e. the differences between
> sociocultural
> > >> theory vs. activity theory). Thanks for engaging in an
> interesting
> > >> discussion. I realize this topic has already been hashed out
> > on-line
> > >> previously, but it was Lev that said we only truly know
> > something when
> > >> we view it in motion.
> > >> Cathrene
> > >>
> > >> --
> > >> Dr. M. Cathrene Connery
> > >> Assistant Professor of Education
> > >> 607.274.7382
> > >> Ithaca College
> > >>
> > >> _______________________________________________
> > >> xmca mailing list
> > >> xmca@weber.ucsd.edu <mailto:xmca@weber.ucsd.edu>
> > >> http://dss.ucsd.edu/mailman/listinfo/xmca
> > >> _______________________________________________
> > >> xmca mailing list
> > >> xmca@weber.ucsd.edu <mailto:xmca@weber.ucsd.edu>
> > >> http://dss.ucsd.edu/mailman/listinfo/xmca
> > >>
> > >>
> > >>
> > >>
> >
> ------------------------------------------------------------------------
> > >>
> > >>
> >
> ------------------------------------------------------------------------
> > >>
> > >> _______________________________________________
> > >> xmca mailing list
> > >> xmca@weber.ucsd.edu <mailto:xmca@weber.ucsd.edu>
> > >> http://dss.ucsd.edu/mailman/listinfo/xmca
> > >>
> >
> >
> > --
> > Dr. M. Cathrene Connery
> > Assistant Professor of Education
> > 607.274.7382
> > Ithaca College
> >
> >
> Hi Mike:
> Looks like a great lead. I will jump in with both feet as soon as my
> prep is done for the week. As far as ISCAR is concerned, I'll be able
> to make a commitment as soon as I know the dates.
> Keeping my fingers crossed,
> Cathrene
>
> --
> Dr. M. Cathrene Connery
> Assistant Professor of Education
> 607.274.7382
> Ithaca College
>
>
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Received on Sun Sep 9 19:09 PDT 2007
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